The Effect of Different Types of Feedback on Learning of Aerobic Gymnastics Elements
The aim of our study was to discover the effect of different types of feedback in teaching/learning of difficulty elements of aerobic gymnastics. The study was designed as a one-group comparative interrupted time study. For this purpose, eight gymnasts competing in the national development category...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-08-01
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| Series: | Applied Sciences |
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| Online Access: | https://www.mdpi.com/2076-3417/12/16/8066 |
| _version_ | 1797411350065971200 |
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| author | Anita Lamošová Oľga Kyselovičová |
| author_facet | Anita Lamošová Oľga Kyselovičová |
| author_sort | Anita Lamošová |
| collection | DOAJ |
| description | The aim of our study was to discover the effect of different types of feedback in teaching/learning of difficulty elements of aerobic gymnastics. The study was designed as a one-group comparative interrupted time study. For this purpose, eight gymnasts competing in the national development category were selected (average age 9 ± 1.5 years; average sport age 4 ± 1.5 years). The design of the study included two intervention programs; each lasting 23 days interrupted by an 8-week break. In intervention program 1, the group practiced a straddle jump using self-modeling followed by verbal feedback, and in intervention program 2 the group practiced a split jump using expert modeling followed by verbal feedback. The experimental group practiced three times a week for a period of 30 min per usual training session (normally lasting 90 min). The results showed that the execution of the elements in both intervention programs improved at the 5% level of significance. In intervention program 1, we noted a significant improvement (<i>p</i> ≤ 0.05) in subphase approach and culmination. In intervention program 2, we noted a significant improvement (<i>p</i> ≤ 0.05) in culmination only. There was no significant difference between the changes of the final scores of the executed elements in intervention programs 1 and 2. Comparing the results of individual subphases, we noted no significant difference either. |
| first_indexed | 2024-03-09T04:44:48Z |
| format | Article |
| id | doaj.art-4b5c4ecc157d48509ab67263d656cb70 |
| institution | Directory Open Access Journal |
| issn | 2076-3417 |
| language | English |
| last_indexed | 2024-03-09T04:44:48Z |
| publishDate | 2022-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Applied Sciences |
| spelling | doaj.art-4b5c4ecc157d48509ab67263d656cb702023-12-03T13:17:05ZengMDPI AGApplied Sciences2076-34172022-08-011216806610.3390/app12168066The Effect of Different Types of Feedback on Learning of Aerobic Gymnastics ElementsAnita Lamošová0Oľga Kyselovičová1Department of Gymnastics, Dance, Fitness and Martial Arts, Faculty of Physical Education and Sport, Comenius University in Bratislava, 814 69 Bratislava, SlovakiaDepartment of Gymnastics, Dance, Fitness and Martial Arts, Faculty of Physical Education and Sport, Comenius University in Bratislava, 814 69 Bratislava, SlovakiaThe aim of our study was to discover the effect of different types of feedback in teaching/learning of difficulty elements of aerobic gymnastics. The study was designed as a one-group comparative interrupted time study. For this purpose, eight gymnasts competing in the national development category were selected (average age 9 ± 1.5 years; average sport age 4 ± 1.5 years). The design of the study included two intervention programs; each lasting 23 days interrupted by an 8-week break. In intervention program 1, the group practiced a straddle jump using self-modeling followed by verbal feedback, and in intervention program 2 the group practiced a split jump using expert modeling followed by verbal feedback. The experimental group practiced three times a week for a period of 30 min per usual training session (normally lasting 90 min). The results showed that the execution of the elements in both intervention programs improved at the 5% level of significance. In intervention program 1, we noted a significant improvement (<i>p</i> ≤ 0.05) in subphase approach and culmination. In intervention program 2, we noted a significant improvement (<i>p</i> ≤ 0.05) in culmination only. There was no significant difference between the changes of the final scores of the executed elements in intervention programs 1 and 2. Comparing the results of individual subphases, we noted no significant difference either.https://www.mdpi.com/2076-3417/12/16/8066aerobic gymnasticsself-modelingexpert modelingmotor learningtrainingschool-aged children |
| spellingShingle | Anita Lamošová Oľga Kyselovičová The Effect of Different Types of Feedback on Learning of Aerobic Gymnastics Elements Applied Sciences aerobic gymnastics self-modeling expert modeling motor learning training school-aged children |
| title | The Effect of Different Types of Feedback on Learning of Aerobic Gymnastics Elements |
| title_full | The Effect of Different Types of Feedback on Learning of Aerobic Gymnastics Elements |
| title_fullStr | The Effect of Different Types of Feedback on Learning of Aerobic Gymnastics Elements |
| title_full_unstemmed | The Effect of Different Types of Feedback on Learning of Aerobic Gymnastics Elements |
| title_short | The Effect of Different Types of Feedback on Learning of Aerobic Gymnastics Elements |
| title_sort | effect of different types of feedback on learning of aerobic gymnastics elements |
| topic | aerobic gymnastics self-modeling expert modeling motor learning training school-aged children |
| url | https://www.mdpi.com/2076-3417/12/16/8066 |
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